The Gamble Montessori Staff Agreement

-by Krista Taylor

Seeking Courage

The day before winter break this year, I found myself pacing back and forth in the hallway outside of Sylvia’s classroom just before first bell, trying to muster up the courage to go in. I didn’t do it.

I returned to that same spot during my planning bell. This time I managed to get through the classroom door, but wound up just having some silly conversation about something random, and then exiting.

I tried again at lunch thinking surely that the third time would be the charm. I had no greater success.

The night before, I had resolved to have a Difficult Conversation. (see Jack’s post on this topic linked here)

A few days earlier I had popped into Sylvia’s classroom to ask a question, but in the brief time I was there, I had observed students in this class violating several of our basic Building-Wide Expectations. When I corrected them, they told me that they were allowed to do these things in this class.

It bothered me. Not because the students’ behavior was particularly disruptive. It wasn’t. (The rule-breaking in question was about dress code, headphones, and the food and drink policy.) It bothered me because our Building-Wide Expectations are supposed to be just that, “Building-Wide;” they are supposed to be “What We Do Here.”

It would have been easy to just ignore it. Ignoring it was especially tempting because Sylvia was someone who had regularly supported me, helped me out on many occasions, and someone I consider a friend. I wanted to choose what was easy.

Besides, correcting a fellow teacher isn’t even my job, is it? Isn’t that the work of an administrator? Co-workers are under no obligation to hold each other accountable to expectations. Right . . .

This was the argument I had tried to hide behind for days, but it just wasn’t sitting properly with me. How was I helping things by being privately irritated by the actions of someone I like and respect? How was I helping things by not addressing my concerns directly? By failing to do so, I was potentially setting my colleague up for being corrected by an administrator – how was that helpful to her?

Avoiding the Difficult Conversation certainly felt better for me, and likely for Sylvia as well, but was it really better? Was I really being supportive by not saying anything? Was I really being a friend? Was I advocating for the needs of students? Was I really doing my job? Ultimately I decided that I was not, because when it comes right down to it, I do believe that it’s the job of co-workers to hold each other accountable. I believe this, in part, because it is a component of what we agreed as a staff to do for one another back in August of 2013 when, together, we wrote our Gamble Montessori Staff Agreement.

Developing the Gamble Montessori Staff Agreement

Each year, Gamble holds a two-day staff retreat during the summer. The retreat is a combination of professional development and team-building activities. Participation is purely voluntary and unpaid, yet almost our entire faculty attends. This is, in part, because each year, the retreat is led by Gamble staff and is structured around the specific needs of our building. However, I believe that the primary reason for the high-level of attendance is the tremendous commitment of our faculty to honing their craft and to developing our program.

At our retreat in 2013, we had to address the elephant in the room.

elephant

The 2012-2013 school year had been challenging. We were preparing for a significant expansion in our junior high – this meant that our existing junior high teams were being disbanded and reformed as new teams. Our ninth and tenth grade team was experiencing partial staff turn-over, and our high school program as a whole was exploring new ways to increase inclusion of students with disabilities. Add to all that the challenges of moving our entire program from one building to another across town, and it is little wonder that we were experiencing stress on a building-wide level. On virtually every team, teachers were angry with one-another. It felt almost like a contagion. Arguments were popping up in committee meetings. Regular “venting” sessions were happening behind closed doors. It didn’t feel good. Anxiety was high. Tempers were short. Frustration was increasing. We were talking about each other rather than to each other, and you could have cut the tension with a knife. Summer couldn’t come soon enough.

As a team-based school, there is very little that is ever done at Gamble by anyone operating in isolation, and this makes us heavily interdependent with one another. Team functionality is critical to our success and well-being as an institution. Part of the natural cycle of teaming is “Storming” – a period of time when conflict and discord emerges within groups. This is not a problem per se – conflict is often what moves us forward, and it can be a powerful part of the growth process. However, we were being profoundly impacted by the storming we were experiencing, and we had become a bit stuck. We needed help navigating through this storming phase.

The summer staff retreat seemed to be the right time and place to talk about our resident pachyderm. As a member of the retreat planning committee, I asked Jack to allow me to lead our staff through a problem-solving process. To this day, I have no idea why he trusted me enough to let me do this.

Once I had the go-ahead, I had to figure out how to guide our entire faculty through one giant, whole-group Difficult Conversation. There was no existing blueprint for this.

After significant reflection, I developed a plan that ensured each of the following:

  • Focus on solutions, not problems: Getting bogged down in identifying problems would only serve to distance us from one another and keep us focused on the negative.
  • Engage all participants in order to enhance buy-in: If we want people to implement change, they must believe in what they are being asked to do; this is easiest when they have had the opportunity to give input.
  • Find a path to consensus: In some situations, making decisions by majority vote is appropriate, but something like this requires that everyone is on board.
  • Provide enough time to allow for a thorough process: It is not helpful, and can be detrimental, to open up a sensitive topic without the resources of time and energy to see the conversation through to resolution.
  • Generate something substantive: It is not enough just to come up with good ideas; there must be some kind of visual repository or tangible product that is developed from those ideas. 

Here is the specific step-by-step process we used to help extricate ourselves from the whole-building storming we were experiencing.

Step 1.) Name the elephant. Like most schools, we have all kindsGSA slide 1 of rules and processes for helping students understand how to interact with one another, but we had nothing that guided our adults. This meant that when we were under stress, we had no protocols to turn to for assistance. We needed to create expectations for ourselves. The first step was simply to identify this as a need and as something that we would all benefit from developing.

Step 2.) Brainstorm. Each participant was asked to record on notecards three explicit actions or behaviors that they believed they needed or wanted from their colleagues.  GSA slide 2The provided prompt was, “What do you most want/need from your colleagues?” The specific process directions were to record up to 3 specific actions or behaviors, phrased positively, that each individual wanted from their colleagues. Each suggestion was to be written on a separate on a separate index card to allow for sorting in the next step.

Step 3.) Identify commonalities. All of the index cards were then collected, shuffled, and redistributed to small groups. Each group went throuGSA slide 3gh their stack of cards identifying responses that were similar, and determining the weight of each category based on the number of comments on that topic. This served several purposes. It gave participants the opportunity to anonymously see each other’s responses. It allowed common threads to begin to emerge. And, most importantly, it got everyone engaged in working collectively on the task.

Step 4.) Consolidate and find common language. Each group reported out and those things that had been identified as important to the majority of people became apparent based on the number of responses. We worked to ensure that individual voices were heard and honored, while still maintaining the value of seeking consensus from the group. We debated word choice. We argued about the importance of specific components. We touched on old, long-buried arguments, and, at times, we stepped on one another’s feelings. This part of the process felt much like tiptoeing through a minefield.

minefield

There was angry debate over the importance of including a statement about cultural differences. Several staff members felt that it was critical to have this explicitly stated, while others believed that it was implied in the components we had already agreed upon and was an unnecessary addition. This argument was indicative of the struggles we were experiencing. Of course a statement on cultural awareness was an appropriate thing to include in our agreement. With hindsight, I can’t believe that we were arguing over such a thing. It seems utterly ridiculous now, but at the time it was hotly contested.

As the facilitator, it was challenging to allow the discomfort to be felt and to use it as a catalyst, while not becoming side-tracked from the task, or allowing the work to devolve into a battle between competing agendas. I had to listen hard, carefully re-state, negotiate personalities and old conflicts, and keep pushing toward the goal of establishing shared expectations.

Step 5.) Create a tangible product. Somehow, we made it through – we clarified, we compromised, and we came up with the following statement to identify what was most critical to establishing and sustaining beneficial interactions with one another.

IMG_0439 (1)

“Gamble Montessori Staff Agreement for working collaboratively and supporting each other.  We will utilize effective communication, which is grounded in respectful and professional conversations.  We will strive for excellence while maintaining positive interactions and attitudes and providing each other with instructional support.  We will have empathy for each other, and be open to seeing and celebrating each other’s unique and different perspectives — including cultural ones. We will give each other the benefit of the doubt and assume good intentions.”

 Implementation: So we have a Staff Agreement, now what?

 Developing our Staff Agreement was the easy part. Using it to actually guide how we interact is much harder.

This year, on that day before winter break, I never did get brave enough to start the discussion with Sylvia in person. I regret that. Instead I retreated to the safety of electronic communication, and I sent this.

Dear Sylvia,

I feel incredibly uncomfortable about having this difficult conversation.  In fact, I have lurked outside your classroom on 3 different occasions today just trying to get up the courage to address you in person, but I can’t do it.

Here is my concern. When I was in your classroom earlier this week, I saw several things, which are in violation of our school policies — hats, headphones, food that wasn’t a fruit or vegetable.  When I redirected your students, they indicated that this is something that is allowable in your classroom.  Can you help me to understand? Even though you and I don’t teach the same students, it’s really hard and frustrating to uphold the expectations in my classroom when others don’t do the same because it sends a message that the expectations really aren’t that important.

My intention is not to come across as hyper-critical, but rather to seek understanding and solutions. Please know that I stand on no pedestal here.  My classroom is not a perfect place; we are all “works in progress.”  I express my concerns to you based on the understanding that part of each of our jobs here is to push each other to get better at what we do.

I love working with you, and I love the ways you provide me with assistance and support.   I just didn’t feel like I could let this concern go un-discussed, and I apologize for not having the courage to do so in person.

I hope you have a wonderful break, and I look forward to seeing you next semester.

This was what I received in response:

Thank you for your candor, and you are always welcomed and invited to share your opinions and concerns with me.  I respect you and your opinions perhaps more than anyone else at this school.

Let me address your concerns although it really is just a matter of my shortcomings.

I do not allow headphones in my class, at least not normally.  On the day you were here, before your arrival, a student had asked if they could listen to headphones that day, and I said “Yes.”  Perhaps I shouldn’t have, but I felt like on that particular day it was okay for them to carve out some space for themselves to review.

As far as hats go, the problem is that I generally do not notice them.  It is like someone’s shoes, or socks, or belt–they just don’t seem to register in my active attention.  When I do notice them, I ask them to be removed.

Food is another one I struggle with.  Since Cincinnati has a 53% teen poverty rate (the second highest in the United States), I feel like I never know if a student has eaten on any given day.  Even if the school provides them with breakfast and lunch, a student may not have eaten enough calories in a 24-hour period.  Because of these things, I am always hesitant as to what I should do.

Rest assured I appreciate your input.  Out of the 20 emails that were unopened when I logged into my Inbox, yours was the first I read.  I am taking your concerns to heart.

This wasn’t an easy exchange – they’re called “difficult conversations” for a reason. I felt a lingering sense of awkwardness in this relationship for months afterward, but it was an honest awkwardness. There was no hostile residue of unspoken concerns, nor was there any venting to others. (We all know what that sounds like, “You’ll never believe what I saw going on in so-and-so’s classroom!”) Ultimately, I may never know whether or not the issues were resolved, but that matters less to me than knowing that I directly expressed my concerns. Was it my job to address this? Some would say no. I don’t think it’s always clear, but I find myself guided by what Jack says about things like this: We must empower each other to help us get better at what we do.”

That’s the goal, of course, to get better at what we do.   Sometimes helping each other to do this feels good. Sometimes it doesn’t. The staff agreement provides guidance regarding how it is we’re supposed to “empower each other to help us get better at what we do;” it gives us parameters to fall back on when we forget what it is we are supposed to do for one another.

The Staff Agreement reminds us that . . .

  • We need to talk to each other, not about each other
  • Rather than allowing colleagues to vent to us, we need to gently prompt them to address their concerns directly
  • Much of the time when feelings are hurt, it isn’t intentional
  • Our differences make us stronger, and better able to do our jobs
  • We have a responsibility to support each other and to maintain high expectations
  • When we focus on the positive, it improves the environment for each of us

We must empower each other to help us get better at what we do.

These things are not easy to do. But they are the foundation of institutional integrity.

 

Pigeon Key: A Glimpse Into the Heart and Soul of Education

-by Krista Taylor

“Scientific observation then has established that education is not what the teacher gives; education is a natural process spontaneously carried out by the human individual, and is acquired not by listening to words but by experiences upon the environment.”(Maria Montessori)

Imagine, if you will, forty-five 8th graders waiting for a plane to depart. A woman  asked if we were all “taking a vacation.”

airplane

It’s not a vacation,” exclaimed Sabelle, “it’s an EXPERIENCE!”

She couldn’t have said it better. The trip we take with our 8th graders each May to Pigeon Key, Florida is an experience. This year I had the opportunity to go on the trip for the first time, and I can only describe it as life-changing . . . for my students . . . and for me.

I have been on powerful multi-day field experiences with my students many times before, but nothing compares to this one.

It is so much more than a field trip. What is it exactly? It seems impossible to properly capture the magnitude of this trip – the awe and wonder, the beauty, the precious time.  So what is it?  Here’s my best answer.

It is an immersive marine biology study.

It is a hands-on exploration of human impact and the critical importance of conservation of our natural world.

It is a time for students to face personal challenges and to reflect on their growth.

It is an opportunity for students to develop and demonstrate leadership skills.

It is a rite of passage marking the conclusion of junior high and the readiness to move on to high school.

Perhaps Qualey’s words, taken from her journal, best capture what it is that students are seeking from this experience.

Hopefully I change on this trip to be a better person. I’m really trying to think positive, so I can come home with a new attitude and learn how to love myself.”

Over and over again, the most powerful moments for me were the opportunities to view the experiences on this trip through my students’ eyes and to witness their transformative power. The only way I can properly capture that is by sharing students’ written journal reflections and their spoken comments.

(Note: Although, there were 45 students on this trip, the majority of the student comments in this post were written by those in my “grading group.”  I believe that they are an accurate reflection of the thoughts and feelings of all the students.   While we generally use pseudonyms to protect students’ privacy, in order to be able to give them credit for their written work, names in this post have not been changed.)

Getting There

 For many of our students, this was their first experience on a plane. During the days leading up to the trip, they shared their fears about what could happen on the flight. As we settled into the aircraft on the morning of the trip, I could see the anxiety on their faces, even though most of them were trying to conceal it. Our group was split up, so many students were sitting with strangers. How I wished that I could be seated next to each of them – to provide reassurance and to watch their eyes grow wide as they went above the clouds for the first time.

The poem that Hadiyah wrote in her journal that evening best captures the worry, wonder, and exhilaration that so many of them experienced.

“Her hand was steady and safe

Replacing my mom and dad at the same time for small moments.

Rising turned the clouds into grass and the people into ants.

Laughter crowded the aisle way;

Familiar voices taunted my ears.

 

I awed as the sky never seemed to end.

Imagination flooding my mind —

It was impossible to pull my eyes away,

Ground like a hot wheel track beneath me,

Clouds casting giant shadows that I never noticed before.

 

The higher we went the more of a map I saw,

While voids of clouds all over

Making me feel like a drawing on a piece of paper.

The sky never seeming to end,

Glancing at my peers seeing their excitement and glee.

 

Time seemed to go slow

Stretching out every moment

The pain in my ears traveling to my head

What a lovely flight of mine

What a lovely time of mine”

 

hands

It is easy to minimize the level of challenge of a first flight, and the sense of pride that comes with conquering this fear. This is what Michael wrote about that experience, “When I got off the plane I felt a sense of accomplishment because it was my first time being on an airplane, and I conducted myself in a professional manner.”

Every time I looked at them on this first day, I felt as if my heart would simply burst with love. They were so open and vulnerable and tender. Such joy written on each of their faces. And finally, after 2 flights, a long bus ride, and a ferry trip, we arrived on Pigeon Key

On Pigeon Key    http://pigeonkey.net/contact/

PK_aerial_enews

Pigeon Key is a five-acre island accessible only by boat, which is dedicated to marine research, education, and the preservation of the history of the island.

The island truly feels remote — like getting away from it all. It is, figuratively and literally, “off the grid,” getting its water from a pipe that runs along 7-mile Bridge (Henry Flagler’s extension of the old Florida East Coast Railway) — and 95% of its electricity from a solar array, with the remaining 5% coming from on-island generators.

Without the distractions of traffic, commercialism, and electronic devices, students were able to experience the natural world in a way that they had never done before.

morning meetingSam wrote, “The United Leaders group went out to the dock and did morning meeting. It was so peaceful on the dock. When I felt peaceful I finally got the feeling of where I was. I saw the sun rise over the water and the palm trees making gentle waveing motions, I felt so excited to be in the place I am.”

Solo Time

Practicing “solo time” is a regular component of our Montessori philosophy. It requires students to spend a period of time in silence. While they are generally in proximity to one another during this time, they are not permitted to interact. They may draw, read, journal, reflect, etc., but they may not do work or sleep. While we typically conduct solo time in the classroom, being on Pigeon Key allowed the experience to be so much richer. Students who often grumble about disliking solo time were begging to be able to do it longer. Many of them recorded their experience in their journals.

solo HWNasiha: “I loved solo time because I got to look at the bright sky going down by the horizon. It was so beautiful. It made me feel so peaceful and calm. Usually I don’t like solo time because I never see the point, but now I like it because of the outside feel and the view.”

solo distance

 

Cornell: “The solo time was literally the best solo time I’ve ever had. Like at first I was worried but then something helped me out, and I could really focus. It’s like you never notice how beautiful everything is with all the negativity around America and humanity. During the solo time I got to see nautical beauty and worry about nothing. It was like the first time I have been able to fully not worry about anything. It was pretty cool too, like I wanted there to be more time.”

It was like the first time I have been able to fully not worry about anything.”

Learning Together

Hands-on work and real-world experiences are fundamental to Montessori education. The impact of learning this way was demonstrated profoundly on Pigeon Key.classroom

This was our classroom.

 

 

 

 

planktonWe learned about plankton, and then collected samples and examined them under microscopes.

 

 

 

 

jellyfishWe studied jellyfish, and then in the Cassiopeia Stress Lab activity, we explored how various types of water-changes impact these animals.

 

 

 

squid

 

We had presentations on squid and shark – followed by dissections of each.

shark Takko

My favorite lesson, however, was on species commonly found in tide pool areas of the Florida Keys. We then went tide-pooling and had close encounters at the touch tanks with the creatures we found. The students utterly transformed during this. They were so full of joy and delight. I loved seeing them this way.

tidepooling

Within minutes of wading in the water, all the students were eagerly engaged in turning over rocks, investigating, identifying, and handling what they found . . . and just having fun together. The air was full of cries of:  “Oooh look what I found.”

 “Wait, what’s this?!”

 “Look, that’s a big one!”

 “Oh my God what’s that?”

The kids were far more successful at finding things than I was, but Arianna helped me out.

“Hey Ms. Taylor, these are those anemones that grab onto you when you touch them!”

“What?!”

“Look, touch them. They grab onto your finger!”

“Whoa! How did you know they would do that?”

“We learned about it in our lesson yesterday!”

touch tanks 1

 

At the touch tank: Michael didn’t want to handle anything. Wtouch tanks 4hen I insisted, and held his hands while placing first a sea urchin and then a brittle sea star into them, he exclaimed, “I’m not even scared. . . Oh, yes, I am!”

 

 

 

While nocturnal tide-pooling, I overheard this priceless exchange between Destiny and Jermiah:

touch tanks 5

“I found a sea star!”

“No, WE found a sea star!”

“Well, I found it!”

“Well, I picked it up!”

 

Hadiyah described the impact of this lesson in her journal, “One thing that was a surprise for me was how fun the touch tank was. All the organisms were so cool. I wish I could have stayed with them forever.”

The Coral Reef

But snorkeling at Looe Key and Sombrero Reef were perhaps the most intense experiences of the entire trip. We had been preparing for this for months, but our work began in earnest with snorkeling practice on our first day on Pigeon Key. Although a few students were ready and willing to jump right in and use their snorkel gear, many others were not. We had a few non-swimmers, and some who had never been to the ocean before.

snorkeling lesson 2

Cornell was initially fearful just walking in the shallows – he held my hand, and we had to countdown from 10 and go underwater together in order to get him to get his head wet. The PK staff worked intensely with him and within 30 minutes we heard, “I’m doing it! I’m swimming!

snorkeling lesson 3Next, it was time to jump off the dock with snorkel, mask, and fins – demonstrate being horizontal with face in the water, and dive and clear a snorkel pipe. Cornell didn’t wait until the end of the group this time, and only needed a countdown from three. Off the dock he went. Thirty minutes earlier, he couldn’t swim and was nervous to wade!

PK snorkeling 3But snorkeling at the reefs brought another level of challenge. We took a boat out to the site, which is in the middle of the ocean – no land anywhere to be seen. The water was deeper, and even in the shallow areas, in order to protect the coral, we were not allowed to stand. However, once we put out faces in, we were immediately immersed in an underwater world of colorful life.

PK snorkeling 1

 

All but one of our 45 students made it into the water. While snorkeling at Looe Key, we saw several fairly large reef sharks. As a result, a number of students didn’t stay in the water for very long on that first day.

PK snorkeling shark

 

shark video

 

 

 

They were disappointed in themselves, and most of them set a goal to spend more time in the water the next day at Sombrero Reef. Almost all of them did this, and experienced the pride that comes with meeting a challenge you’ve set for yourself.

Michael: “Another very powerful part of this trip was when we went snorkeling because I was very scared to even get into the water. This really changed my view on deep waters and swimming near dangerous animals because I didn’t want to stay in the water for one second on the first day, but on the second day, I was aggravated I even had to get out!”

Alvin: “At Pigeon Key I overcame my fear of snorkeling with sharks. I am most proud of myselPK snorkeling 4f for being gritty in everything I did down in Pigeon Key. It made me realize that I have to be gritty in everything I do in my life.” 

 

 

 PK snorkeling 6

Cornell: “The trip also helped me understand the beauty of the world. Like seeing all those fish and coral. I got so much salt water in my mouth from laughing/smiling when I saw how amazing everything was. It was amazing to just look at it for minutes and sort of just see natural beauty. It’s so beautiful, you know? The world where it’s natural and protected.”

Hadiyah’s Snorkeling Poem once again manages to express the many thoughts and feelings that snorkeling at the reef elicited.

 “Fear crept up my spine

The water like a Gatorade blue

Acting like it had secrets to hide

The deepness threatening me

But under me, something filled with wonder

 

Jumping so quick I almost missed it

Switching snorkles as fast as people end relationships.

Drawing in excitement

Wanting to see everything I ever learned

Curiosity like a small child and a TV

 

Pain in my eyes and throat couldn’t stop me.

Not then, not ever

The type of beauty that could make a grown man cry

It gave a sense of courage.

A sense of passion.

 

Together one minute

Alone the next.

The pointing,

The tapping

The thank yous

 

It felt like days under there.

Permanently burned in my brain

Fragments never to be forgotten

Having new friends

And cherishing them, all in three hours.”

 Maria Montessori was right. True education “is acquired not by listening to words but by experiences upon the environment.” These lessons can’t be learned in the classroom.

Building Relationships

 On this trip, the students learned as much about themBeach 2selves, and each other, as they did about the world around them. They had opportunities to view themselves, and each other, in a new light. They had fun together, and as they did so, they saw themselves changing and growing, and they saw strengths in one another.

Zakeerah’s journal noted a typical adolescent concern, and the tender way her peers took care of her.

“I was worried that no one would want to sit next to me on the bus, and then Dorey took my face in her hands and said, ‘You are a smart and beautiful person.’ If I could have blushed I would have. Then Takko sat next to me on the bus.”

 Hadiyah: “I got to know Sam a lot more today. He is really chill and smart. I like that we are closer now. I already knew he was funny, just not THAT funny.”

Michael: “I was really skeptical about how I would fit in with the other 8th graders I didn’t really know. I think this experience really changed my outloBeach 3ok on a lot of things . . . This trip also helped me bond with a lot of my classmates, who I usually don’t talk to or haven’t really got a chance to know. I didn’t really take to heart not judging a book by its cover, but once I got to meet and bond with a lot of the other 8th graders in Pigeon Key, I felt like I had been lost because I could have found these people and talked to them earlier.”

 

And Qualey, who noted at the beginning of the trip that she hoped to learn to love herself, later wrote: “I don’t know, but today, I see myself changing in a good way, and I’m so proud of myself for growing up and trying to be a positive young lady.”

On this trip, I had the privilege of watching them grow up right before our eyes.

 Transitions

 We hold a rite of passage ceremony on our final night on the island. (This ceremony is a well-kept secret at Gamble. Older students, even older siblings, don’t share the details of this ritual with younger students.) As a part of this closing celebration, students receive packets of letter from teachers and family members – each letter acknowledging the student for the gifts the writer sees in them. They read these letters during their final solo time. It is incredibly powerful for them.

Michael: “It was very impactful for me when I read my letters from the teachers and my family because it showed how much others appreciate me, and I never really knew that so many people actually cared about me. That really lit up my day because I was already a bit mad because I didn’t want to go home.”

Closing Ceremony Poem Excerpts

 “I cried harder at each letter that filled my mind.

Before we were all blinded teenagers.

Thinking nobody cared,

Nobody could come close to understanding.

When everybody tried to.

                                                      (Hadiyah)

 

Teachers crying, students crying

Everyone crying because

They really care for

Each other. Some tears

Of joy, other tears of

Disappointment or sorrow.

 

We’re being set free

Like baby birds finally

Learning to fly. Uncomfortable

At first, but later confident

Because we have the tools

We need to succeed in life.”

                                               (Michael)

And There is Magic

 The Pigeon Key trip is an intense week full of many, many powerful experiences. Each of these moments swirled together spark sheer and absolute magic.

One evening as we were preparing for bed, Qualey looked up at me and asked, seemingly out of nowhere “Ms. Taylor, Do you think I’m going to be ready for high school next year?”

And my response: “Oh, Qualey, I know you’re going to be ready for high school next year,”

There were so many vulnerable and tender moments like this. It was an absolute honor to get to participate in and witness students’ transformation. It is experiences like these that make teaching worth all the challenges. It is why teachers do what we do. We get to stand beside children, and to serve as their guides.

The school year ended mere days after returning to Cincinnati, and our two-year time together came to an end. These students will move on to our high school program next year. I will miss them.

This is Hadiyah’s response to what she would tell future students.

“I will tell them that Pigeon Key is a miracle place, andsunset finally, that it was like a never-ending dream.”

I feel the same way.

 

 

**This trip is a monumental opportunity for our students, but as you can imagine, it is quite expensive.  The cost per student is $1,700.  With 70% of our students eligible for the Federal Free Lunch Program, this amount is a significant hardship for many of our families.  This year, we were able to provide upwards of $12,000 in scholarships through contributions made to the Gamble Montessori Foundation; however, even with that support, only about half of our 8th graders were able to go on the trip.  My dream is that someday they will all get to go.  If you are interested in helping with this, I am more than happy to provide further information about how to donate, and about how financial aid decisions are made.  Feel free to contact me at taylorkrista70@gmail.com

 

 

 

 

 

 

 

 

 

 

Welcome Back! — Helping Students Return After Suspension

-by Krista Taylor

Corey was returning to school after a three-day suspension. He had missed three days of instruction, was angry with his teachers for issuing the consequence, and was embarrassed by the problem that had occurred in front of his peers. Though this situation is far from a set-up for success, how he walks through the door of the classroom on that first day back will impact the rest of his school year. Too often, as teachers and administrators, we miss this critical moment for connection and problem-solving

In all school settings, student misbehavior – breaking the rules – is a daily occurrence. This runs the gamut from minor infractions such as dress code violations, chewing gum and off-task talking to more major incidents like disrespectful communication and verbal or physical conflict.

 I am often asked, “Why do they [students] behave like that?!” My answer is always, “Because it’s their job.” Or as Jack phrases it, “because they are adolescenting.”

What we both mean by these comments is that they are working it out – who they are, how they fit, what they believe in . . . and they are discovering the boundaries of what is acceptable in a variety of situations and with a variety of people. This is their work, and in the process of this work, they must successmake mistakes, for that is how learning occurs. For some, this learning comes harder than it does for others; their mistakes are bigger.

School is both a relatively safe environment in which to make these mistakes, as well as a place so full of rules that it is easy to find ways to break them. There are few other environments that have so many restrictions on behavior – no talking while you are working, restroom breaks are limited and only allowable with permission, lateness of even just a few seconds comes with a consequence, food consumption is limited to specific times and locations, etc. Where do we ever see adult environments that mirror this level of rigid expectation? Prison? I don’t mean this as a critique of schools – it is difficult, if not impossible, to manage a large group of adolescents in the absence of an abundance of rules – however this also creates a near-perfect storm: individuals hell-bent on boundary-pushing in a setting with a tremendous amount of boundaries!

So our adolescents, in the process of growing up, break our rules – in small ways and in large ones, and as their guides, we are charged with addressing and correcting their misbehavior. This runs the gamut from simply redirecting behavior to suspending a child from school.

While suspension should always be a weighty decision – there are few educational messages as strong as “You can’t be in my classroom right now” – it can be a powerful tool that allows for a cooling-off period, a space in which a student can regroup and school staff can consider how to best address the situation.

But the removal from school is just the beginning of the process, and, by my measure, it is not the most important component of the school response. Rather, what takes place when the student returns to school is the most critical factor.

Put yourself in the shoes of a teenager and consider this scenario:

You have made a mistake – a pretty big one. You have missed several days of school – and therefore have missed out on both the academic instruction and the social dynamic that has taken place in your absence. It is likely that your peers have some awareness of the situation and why you haven’t been at school. Your teachers or administrators have been in touch with your parents, who are pretty upset with you. Additionally, you probably feel, rationally or irrationally, that you have been mistreated. You are embarrassed, angry, and anxious, and now you have to return to school and face your peers, teachers, and administrators once more.

This is not a good set-up in which to have a fresh start, and yet a fresh start is exactly what we are hoping our students will experience.

At Gamble, we have established a Re-Entry Conference procedure to help ease the transition back to the classroom after a removal from school. It is intentionally a formal, and formulaic, process in an attempt to simultaneously address the misbehavior and set the student up for future success. This is a tricky tightrope to walk. To assist us in doing that successfully and efficiently, we use a structured form to guide the process. That form is linked here, and the accompanying process is outlined below. Each section correlates, in order, to a numbered step on the form.

The Goal

“To assist the student in smoothly returning to the school setting by reviewing the problem behavior, re-teaching expectations, and identifying any necessary supports”

This goal statement was a recent addition to the form. We included it at the top of the form because sometimes we get confused about what the goal of the conference is, and become overly caught up in discussing all the things the child had done wrong. This adds insult to injury and runs counter to the purpose of the conference. The reading of a goal statement is an important reminder that helps everyone to remain on track.

Strengths of the Student

This is perhaps the most important piece of the meeting. It is important for everyone in the room to remember what the student does well before moving on to the mistakes the student has made. The words that are shared in these moments establish a possibility to be lived into, and reinforce the inherent worth of the child.

This risk here, however, is in what I call the “Yeah, but . . . phenomenon.” The temptation to follow a compliment with a related criticism can be so strong. I recently had to quite literally bite my tongue when I realized that I was falling prey to this very thing. I was sitting in a re-entry conference with Lashawnda and her mother. Lashawnda had been removed from school for bullying. Her actions matched all 3 bullying criteria: continued over time, included a power imbalance, and demonstrated the intent to harm. This behavior was shocking coming from this particular student, and we sent the appropriately strong message that it would not be tolerated and that she couldn’t be part of our school community until she had a problem-solving conversation with her teachers and her parent.

As always, we began the meeting by describing her strengths. Her mother had tears running down her face as I described the powerful and positive leadership qualities that Lashawnda possesses. Midway through a sentence that sounded like, “Lashawnda has such tremendous gifts as a leader,” I realized that my next words were about to be, “which is why I am so very disappointed by the choices she has recently made.” I caught myself mere milliseconds before having these words tumble out of my mouth. I did need to address the behavior, but not yet, and not at the expense of undermining her strengths. The moment that I link her leadership strengths with the problem behavior, I inadvertently remove all the power from the positive feedback. I basically give her the messCoach Reed on positive feedbackage, “Well, not really,” and what she will remember is the criticism and not the compliment. This is true in teaching, in coaching, and in parenting. Reed Maltbie describes it thusly in his blog on coaching young people. (You can read more of his thoughts at www.coachreed.com)

Describing a student’s strengths may be the most important part of the meeting; don’t dilute it’s power by adding a “yeah, but . . . “

School Concerns

Once every person at the table has identified some of the student’s strengths, the meeting facilitator transitions to the second step of the process – describing why the student was removed from school.

NOW it’s time to talk about the problem behavior.   Remember that this is a re-teach moment, not a “bring’em down” moment. Be careful of double jeopardy; the consequence has already been served.

Because Gamble is a team-based school, re-entry conferences tend to include many staff people – often an entire teaching team as well as an administrator. This is important to ensure a singular voice and clear and consistent communication, but it risks making the student feel teamed-up on. Resist the urge to pile on a lengthy list of infractions, or having multiple adults provide essentially the same negative message. Choose words carefully, focus on the impact of the misbehavior and on teaching how the situation could have been handled better.

Keep in mind that the student does not have to agree with you in order for your point to be heard. You are not obligated to convince the student that the behavior was a serious problem. It is, of course, ideal if the student is able to take responsibility for the situation and seek to make amends; however this does not always occur.   Trying to force the issue is akin to trying to make a finicky toddler eat a disliked food. All you will wind up doing is engaging in an unwinnable control battle, and while it can be tempting to belabor your point until a student appears to agree with you, this is similar to obligating students to apologize. They will do it if they sense it is required, but that does not make it genuine or valuable.

Remember the goal of the conference is to help the child return to school – creating a deeper divide is counteractive to your purpose. Speak your truth. The student does not have to share in it for your words to be impactful.  As with all forms of education, you are planting seeds. Even if those seeds don’t find immediate purchase, trust that they have been received and will, at the least, lay the groundwork for future growth.

Parent Concerns

Allow the parent(s) to share any concerns they might have. Be prepared that this might include a critique of how school staff handled the situation. Fight against the natural inclination to be defensive. You’ve had your turn. Offer clarification when warranted, but just as you and the student do not need to agree on an interpretation of the situation, neither do you and the parent.

It is also possible that the parent will share the same concerns as school staff. Here, too, it is important to not revisit school concerns and “gang up on” the student. Allow the parents’ concerns to stand separately.

Student Concerns

This is the student’s turn to speak. Although it is where you hope to hear the student take responsibility for the misbehavior, this may or may not occur. Depending on the student’s response, the same potential pitfalls exist that arise during the parent concern part of the meeting. Often students do not choose to express any concerns. Encourage them to contribute – this is a potential moment of self-advocacy, and students’ comments may lead to the best problem-solving strategies, as there is no one at the table who has better insight into the situation than the student himself.

 Action Plan

if you do what you've always

The next part of the meeting is spent looking at what each party can do differently to help the student to make better choices going forward.

The order remains the same: first school staff identifies available supports from which the student might benefit, and explores how to put them in place; then the parent identifies ways in which they can assist the student in making improvements, and lastly the student is asked to provide strategies she or he can use to prevent the same situation from occurring again.

Bringing it all together

The final element of the conference brings the conversation full-circle. The form states, “Summarize action plan and strengths of the student in a way that encourages the student to succeed moving forward.” It provides for a revisiting of the student’s strengths coupled with the identified action plan to allow for an optimistic vision of the student’s success in the future.

For Corey, this meeting was revealing. During the conversation, Corey’s mom noted that she needed to be more involved in her son’s schooling, Corey shared that he often felt targeted for his behaviors, and his teachers set up a process where Corey identified a trusted adult to whom he could turn to for assistance when he had behaved inappropriately.

At the end of this discussion, Corey, his mother, and school staff were all on the same page, and all parties were ready for him to return to the classroom in a positive manner.

The Reality

Re-entry conferences are not a magic elixir, and, like most things, they take time and effort. Behavioral change is a lengthy process, especially for our neediest students. These re-entry conferences are a way to heal the rift that occurred with the misbehavior and the ensuing consequence, help the student transition successfully back into the classroom community, and provide an opportunity to reteach the correct behavior and the classroom expectations. It’s not an easy process, but it is powerful and worth the time and energy it entails.

Differentiation: The Latest Great Debate

-by Krista Taylor

Educational pedagogy can be as faddish as the fashion industry – what is de rigueur one year, can become passé just as quickly. We are all looking for the perfect teaching methodology that works for every student, every time.

Of course, such a utopian ideal doesn’t exist, and can’t ever exist, because education is about people, and people will never fit into a one-size-fits-all model because people are messy.

Differentiation is the latest practice to run the risk of having the proverbial baby thrown out with the bathwater.differentiation sign

Recently in Education Week, James Delisle boldly titled his article, “Differentiation Doesn’t Work.” He wrote, “Differentiation is a failure, a farce, and the ultimate educational joke.”[1]

Whoops . . . the bathwater and the baby!

Delisle primarily critiques differentiation on two grounds: the difficulty for teachers (or as he notes, impossibility) of implementing differentiation practices, and a concern that heterogeneous student groupings (the structure on which differentiation is based) does a disservice to all students.

There is some merit to his first claim. Effective differentiation is hard, hard work. It is true that planning differentiated lessons and assignments is like preparing multiple lessons for each class, and I agree that it may be a near impossible task for a teacher operating alone. Co-teaching and teaming structures are an important way to make the task feasible.

Differentiation is made easier in a co-teaching model. Co-teachers are able to share the extra work that comes with differentiation, and differentiation practices maximize the benefits of co-teaching. Other forms of teaming can also lighten the differentiation burden through collaboration and the sharing of lessons and materials.

I find Delisle’s second claim more worrying as it touches on fairness and equity in education. The homogenous groupings he proposes are more commonly called “tracking.” In non-education parlance, this means grouping students of similar abilities together – often identified as “honors,” “grade-level,” and “remedial” tracks. This implies that the only measure of a student’s ability is an academic one, and that students benefit when they are surrounded by others most like them in terms of academic skill.

This is backward progress. Studies have established that students placed in lower-track programs do not perform as well as students in mixed-ability settings.[2] Neuroscience has proven that the brain is malleable, that high expectations yield high outcomes, and that knowledge is developed through repeated practice and challenging content. In light of this, it is particularly concerning that lower-track classes are disproportionately composed of students of color and low-income students, while higher-tracked classes tend to be made up of predominately white or Asian, middle-class students.[3] In this way, our educational system mirrors, and reinforces, the inequity seen in our society as a whole. As educators, we are fundamentally charged with helping to level the playing field for our students, not contributing to the uphill battle. If we know that tracked programming yields poor outcomes, and potentially serves to maintain the racially-linked economic disparity so prevalent in this country, we simply must not do it. First, do no harm.

But what about the accelerated students? The argument that differentiation disservices high-functioning students holds no water. When differentiation practices are fully implemented, they are used to expand the learning of these students in the same way that they support the learning of struggling students. Sometimes this means that homogenous groupings are used within a heterogeneous classroom to allow accelerated students to work together. Sometimes it means that extension work is assigned, or that the highest level of an assignment incorporates greater amounts of complexity, or that lesson content is compacted and taught separately to this group so they can move more quickly. There is no singular differentiation strategy, but the idea that it is only effective for low-level students is an erroneous one.

However, none of this gets to the real heart of the issue. Exposing our students on a daily basis to people who are different from themselves is perhaps the greatest society-changing influence we can have. Our biggest work is to guide our students into becoming noble citizens; we must provide them with constant opportunities to see all the gifts (not just the academic ones) that each individual possesses. When looking through the Gamble Moments books, it is remarkable how many of those powerful stories involve students interacting with others who have greater challenges. It is in these moments that we see the greatest growth in our students; not having these opportunities would be a tragic loss for all students – equally detrimental to our high-achieving students as to our struggling learners.

So if we reject tracking as an acceptable mode, and, after all, “separate but equal” was thrown out as an appropriate option in 1954 with Brown v. Board of Education, we are left with the conundrum of how to educate students with a disparate range of skills, abilities, and experiences within the same classroom. This is not something that is going to go away, and it is a reality in the vast majority of classrooms across the country. We must embrace differentiation as a strategy to meet the many needs of our students.

Differentiation is the means through which students with a broad-range of learning needs can benefit from a diverse classroom environment while simultaneously making academic gains. We have already established that it is not a panacea; however it is the best strategy teachers have for making instruction accessible to all.differentiation chartThere are many ways to differentiate, and, like all instructional practices, it takes time to develop expertise. Speaking from my personal experience, developing differentiation techniques was my number one professional aspiration for years. After three years of actively pushing myself in this area, I finally felt like I had achieved the goals I had set for myself in my initial vision, but, of course, by then, my goals had changed and evolved — the more work I did, the more work I saw that I had yet to do! As Carol Ann Tomlinson writes in “Differentiation Does, In Fact, Work,” “The pursuit of expertise in teaching is a career-long endeavor. They [Teachers] aren’t sprinters expecting quick success, so much as marathoners in the race for the long haul.[4]

Getting started, or doing more, with differentiation can feel like a daunting task. It is important to keep in mind that differentiation is not a goal in and of itself, rather meeting students’ needs is the goal, and differentiation is the vehicle. So begin with planning.

There are many ways to differentiate – differentiated expectations, differentiated instruction, differentiated assignments, and differentiated assessments. Add to this the ideas of differentiating based on complexity of task (vertical differentiation), and differentiation based on method of demonstrating proficiency, often called choice work or menus (horizontal differentiation), and suddenly, every lesson can begin to look like a Meyers-Briggs personality-type chart! But don’t despair – most lessons don’t require differentiation of every type, and some lessons don’t need to be differentiated at all. It’s important to start with planning.

The Planning Pyramid is a good place to begin – thinking about what components of the standard all students must learn, most students must learn, and some students must learn.planning pyramid

From there, you can design instruction and assessments that will help your students achieve the expectations you have established for them. Assessments are designed based on the expectations for each group.

Many teachers will decide that this type of vertical differentiation is the most important way to implement differentiation simply because meeting the needs of struggling and accelerated learners is such a challenging task.

However, horizontal differentiation can be equally enriching to differentiating with menusa classroom environment. We know that students perform best when they enjoy the task and when they are able to exert some autonomy over it. Choice work allows for creativity and self-selection in the classroom. There are many resources available to help teachers add these components to their classrooms.

There are as many ways to differentiate as there are classrooms. There is no single right way, and it may never be perfect, but in the absence of the elusive, perfect strategy, we must embrace differentiation as a technique that is right for students.

It is not something that we can implement all at once. Begin by taking the next step. Perhaps that means planning one lesson that includes differentiated assignments, or perhaps it means designing a long-range project which includes many of the components of differentiation.

Here are some examples of differentiation that I have incorporated into my own practice. They are each a work-in-progress, and each evolved through collaboration with my co-teachers.

In today’s classrooms, differentiation is not so much an instructional option, as it is an ethical responsibility. The vast majority of classrooms represent diverse communities of learners – this is a critical component to the growth and development of students as they become conscientious citizens of the world, and yet it creates unprecedented academic challenges.

So throw out the bathwater, but keep the baby. Differentiation is very hard work, and teachers need more help in order to be able to implement it more fully. We need more co-teaching pairs, more opportunities for teaming and collaboration, more teacher training, and more resources that have valuable differentiation options embedded within them. In addition, we must push back against the message that every student should cross the same bar at the sadifferentiation cartoonme time, and replace it with the idea that every student must be pushed forward in their individual learning.

You will get no argument from me about the challenges that differentiation entails, but meeting these challenges while respecting the dignity of each learner is, in my mind, a moral imperative. No one can tackle it all at once, but we each must find a place to begin or to grow. It’s no different from what we ask of our students.

 

[1] Delisle, James R. “Differentiation Doesn’t Work.” Education Week 34.15 (2015): 28+. Print.

[2] Welner, Kevin. “The Bottom Line on Student Tracking.” The Washington Post(2013): n. pag. Print.

[3] Tomlinson, Carol Ann. “Differentiation Does, in Fact, Work.” Education Week. N.p., 27 Jan. 2015. Web. 28 Mar. 2016.

[4] Tomlinson, Carol Ann. “Differentiation Does, in Fact, Work.” Education Week. p. 26, 27 Jan. 2015. Web. 28 Mar. 2016.

 

Co-Teaching: A Story of Arranged Marriage

-by Krista Taylor

When we hear of marriage proposals, we often get misty eyed, imagining someone down on one knee, holding an expensive piece of jewelry, and eloquently making declarations of true love.

Only one of my marriage proposals has been like this. The other three were arranged marriages, and rather than occurring on the beach, or, better yet, at the foot of the Eiffel Tower, these proposals took place in an administrator’s office. The most recent one sounded like this, “Next year we’ll have a new team of young teachers; since you are more experienced, I need you to join them as a co-teaching inclusionist.”

See? It definitely left something to be desired in the romance department.

Most schools include a variety of teaming structures, and there are few educators who don’t serve on at least one type of team in their building. However, co-teaching is it’s own special form of teaming relationship.

It really is a lot like an arranged marriage. Two adults are responsible for a group of children – a little bit like a family unit. Co-teachers spend a lot of time together –during the school day and in time spent planning together outside of school hours. Co-teachers share classroom living space, and co-teachers are dependent on each other to share the responsibilities of the team. Like a marriage, co-teachers must learn to work together, and to tolerate each other’s idiosyncrasies.

What Is Co-Teaching

Co-teaching is defined as two teachers who co-plan, co-instruct, and co-assess academic content provided to a single group of students at the same time. Most often, but not always, co-teaching pairs are comprised of a general education teacher and an intervention specialist (special education teacher).

In this model, co-teaching is a means of providing special education support within the general education setting. This is aligned with the goal of increasing access to rigorous curriculum, and with the provision of instruction in the Least Restrictive Environment. These are lofty goals, and the work isn’t easy.

“The biggest challenge for educators is in deciding to share the role that has traditionally been individual: to share the goals, decisions, classroom instruction, responsibility for students, assessment of student learning, problem solving, and classroom management. The teachers must begin to think of it as our class.”  (Ripley, in Cramer, 2006)

not easy

Why Co-Teach?

Like marriage, there are many benefits to co-teaching for both the adults and children involved.

The pairing of a general education teacher and a special educator brings together two critical skill sets for effective classroom functioning.

While not set in stone, typically the general educator is the content knowledge expert, has experience with whole-group classroom management, possesses knowledge of student backgrounds, and is familiar with expected pacing guideline.

The special educator tends to have expertise in knowledge of the learning process, individualization of instruction, understanding of legal issues and required paperwork, and maintains a focus on learning for mastery.

Specific benefits for students include:

  • Establishment of a respect for differences
  • Creation of a sense of belonging
  • Improved self-esteem
  • Increased attention
  • Provision of peer-models
  • Development of broader friendships

Specific benefits for teachers include:

  • Enhanced instructional knowledge base
  • Collaborative problem solving
  • Shared responsibility
  • Increased grouping options
  • Engaged Teamwork
  • Heightened creativity
  • Ability to provide individualized instruction

Models of co-teaching modelsCo-Teaching

There are six basic models of co-teaching. Each model has specific benefits and rationales for implementation. The determination of which model to use depends on the standard being taught, your goals for your lesson, and the needs of your students.

The Primary 3 Models

Team Teaching

This is often the model that people picture when co-teaching is discussed. In team teaching, two teachers partner to share the same instruction for a single group of students. This model is best used when there is a clear benefit to having two people provide content – examples include: two ways to solve a math problem, instruction which is enhanced by two different perspectives, lessons involving compare and contrast, etc. While it is tempting to over-rely on this method because it is fun to teach with another adult, it should only be used when having two teachers providing the instruction enhances student learning.

Parallel Teaching

In parallel teaching, each teacher provides instruction to approximately half of the students. The resulting reduction in student:teacher ratio provides the powerful benefit of small-group instruction for all students. Additionally these groups can be carefully constructed to best facilitate differentiated instruction. There are times when parallel teaching is best done using heterogeneous groupings (an example of this is small-group discussion), and other times when it is best used for homogenous groupings (for example — new content instruction provided at different levels of complexity).

Station Teaching

Having two teachers present in the classroom enhances the benefits of station teaching. It allows for 2 teacher-led stations, or for 1 teacher to lead a station while the other teacher monitors on-task behavior and supports station transitions.

The Supporting 3 Models

Alternate Teaching:

In this model, one teacher provides instruction to the group, while the other teacher works with a smaller group to provide pre-teaching, re-teaching, or remediation. The intention of this model is that the pull-out group instruction is brief, and is carefully timed to allow for the least impact due to missed content. Once the support has been provided, the students return to the whole-group setting.

One Teach: One Collect Data

While this model may be most frequently used to prepare for special education paperwork, this does not have to be the case. There is tremendous value in all kinds of data collection – including data collection of effective teaching practices. When co-teaching partnerships are grounded in trust and collaboration, they are the perfect relationships in which to collect and analyze potentially hard truths about instructional practices.

One Teach: One Assist

This model is the most frequently used, and the least effective for student learning. While it is often the place where co-teaching teams begin their practice, it should be moved away from as soon as possible. It can be a helpful model to use while teachers learn how to blend their work, since it allows both teachers to learn each others’ teaching styles, expectations, and routines and procedures. It also provides time for the special educator to develop comfort with the instructed content, and for the general educator to learn effective strategies for working with students with disabilities.

“Ms. Taylor, you must be the smartest teacher because you teach both math and language arts.”

Those are words, spoken by a general education student, that I will treasure forever — not because of the reference to being “the smartest,” but because it so clearly demonstrated that, to my students, I am a content teacher – not someone who just helps out in the classroom, not the “IEP teacher,” or the teacher of “those students,” but, quite simply, one of the math teachers and one of the language arts teachers. Along with the acceptance of the special education teacher as just another classroom teacher, comes the mirror belief that the students who receive special education services are just regular members of the classroom community. There is no doubt in my mind that both of these pieces are the direct result of the implementation of co-teaching models in the classrooms I serve.

Getting Started with Co-Teaching

While the benefits of co-teaching are profound, there are many common pitfalls.

collaboration cartoon

Like a marriage, effective co-teaching takes time and effort. Sharing your livelihood with someone else requires the development of trust. In strong co-teaching partnerships, instruction is so fluid that teachers can often finish each others’ sentences, and an observer in the classroom might not be able to recognize which teacher carries which job title, but this ideal does not happen overnight. Co-teaching teams should expect three years of teaming before the model reaches full implementation. There are some ways to make this happen more smoothly.

  • Co-plan – I cannot state this strongly enough: It is not co-teaching, if you are not co-planning
  • Work with administration to establish common planning time for co-teaching pairs
  • Present a united front
    • Put both teachers names on the door, on assignments, and in parent communication
    • When referencing the class, identify both educators as its teachers
    • If possible, allow both teachers equal access to the electronic grade book
    • Establish shared expectations and procedures
  • Share the load. This includes:
    • Planning
    • Creating materials
    • Providing accommodations and modifications
    • Grading
    • Parent phone calls
    • Classroom set-up
  • Don’t try to go too fast
    • Start with baby steps and then challenge yourselves to extend your practice
    • When challenges present themselves, don’t give up! Problem solve and make an adjustment in practice.

Good luck! “This could be the beginning of a beautiful friendship.”

Collaboration: The Tale of a Team

-by Krista Taylor

 

Late one summer night, my teaching partner and I were working frantically at my dining room table. The school year was long over, but as part of my summer work, I had agreed to restructure a major assignment. I had four days to go from a big idea to a finalized document.

I called Beau seeking sympathy. His response was priceless: “Let me help you with that. We have different strengths; it’s what we do. We’re a team.”

Beau had no obligation to assist me, but we are a team, and that’s a powerful concept.

collaboration

Collaboration is a critical component of the successful functioning of modern education. Teaching in isolation behind a closed classroom door is no longer an effective model. The demands of accountability, increased rigor, and meeting the needs of each student, require teachers to work together.

Collaboration is not just a buzzword. Documented gains result from well-conducted collaboration.

“The low-income districts and schools that have demonstrated the greatest improvement in student outcomes are generally characterized by deep collaboration between administrators and teachers.”  (Anrig, Greg. “Why Collaboration is Vital to Creating Effective Schools.” The Washington Post. May 2, 2013.)

While there are many forms of collaboration, the longest term, and perhaps most impactful, collaboration comes through teaming.

Gamble is a “team-based school.” We have all kinds of teams: departmental teams, vertical teams, co-teaching teams, building leadership teams, grade-level teams, and community teams that share a common group of students.

And while two (or more) heads are better than one, effective teaming is neither a simple nor an easy process. Simply being part of a team is not the same as collaborating. True collaboration, true teaming, is working together to effect change.

Bruce Tuckman identified a common process that teams cycle through as they become highly functional. It is important to note that these stages are not a linear progression; rather, teams can regularly revisit any of the stages, often triggered by a change or disruption.

Stage 1: Forming.

This is often thought of as a honeymoon period. Individuals are just getting to know each other, and there is little conflict.

When Beau, Kim, and I first became a team, the beginning was easy. Since I was the most experienced member of the team, they mostly just agreed with me. I had to remember to push them to share their ideas and opinions.

 Stage 2: Storming.

Stress increases, arguments arise, and things become more difficult.

My team experienced this when we revamped our grading policy. What began as a philosophical conversation, rapidly developed into a significant conflict. Kim wanted a complete overhaul. Beau was resistant. I served as a mediator between the two. At one point, the conversation grew so hot that Beau had to take a walk to cool off. We ended our discussion that day with no resolution.  The next morning, each of them had drafted a conciliatory plan based on the other person’s perspective. The argument continued, but they had both shifted to arguing for the very thing that they had been against! As soon as I pointed this out, we laughed, and got down to the business of over-hauling our policy.

 Stage 3: Norming. In this stage, cooperation and a focus on task and purpose is apparent.

Once we got rolling as a team, we met weekly to hash out the details of the upcoming week –where each person would be each bell, with which group of students, what content was being taught, and who was responsible for what.  This became routine – a norm. We couldn’t function without it, but with this process in place, we were a well-oiled machine.

 Stage 4: Performing.  This is the optimal level of functioning, and occurs when teams utilize each member’s strengths to work toward shared goals. The above example of Beau’s selflessness in assisting with my summer work was a powerful example of performing. We were a team – we looked out for, and depended on, each other.

 Collaboration is not easy, and, contrary to common belief, it doesn’t save time. Functional teaming takes significant time and energy; however, when teams are willing to work together, the results are better than when individuals work alone, and, as noted in The Washington Post, it is critical to tackling our most challenging issues in education.

 

 

 

Erdkinder – The Fall Camping Experience

 

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-by Krista Taylor

Every year, in the middle of September, I fall a little bit in love with each of my students, while simultaneously experiencing some of the greatest stress and fatigue of the entire school year. Our annual fall camping trip is intense – and it yields profound results.

tents

Let me be honest. I really don’t like camping . . . at all.  And yet I have camped with my students each September for the past six years. It certainly isn’t “glamping.” It is rustic. And dirty. And stressful. And exhausting.

However, I am certain, beyond a shadow of a doubt, that this annual experience is critical to my students . . . and to me.

At Gamble, every fall, our 7th and 8th grade communities spend 4 days and 3 nights (rain or shine) tent camping, without the benefit of electricity or other creature comforts. We cook all our meals, do all our dishes, and manage all our needs together at the campsite – not a small feat for 55-65 individuals.

mess kits

The best way I have to explain the power of this Erdkinder experience is simply to share with you glimpses – in stories and photographs — of this trip. These glimpses provide insight about my students that I never would have gained inside the classroom. The stories below are from different trips with different students – in fact the photos are intentionally of different students than those discussed in the stories, because year after year, this trip seems to draw the same positive qualities out of each group of students.   The powerful moments in each trip seem to be universal experiences.

Almost all of these stories feature students who often struggle with expectations at school, and that is what defines the power of this trip — the opportunity to see students in a different light, one that allows them to shine.

So imagine, if you will . . .

One evening, I was helping a student with significant disabilities on his work packet. I looked up to find William, a rather challenging student, standing beside me.

“Do you want me to work with him, Ms. Taylor?”

“Do you know the difference between biotic and abiotic factors?”

“Yeah. Biotic means living, and abiotic means non-living. I got this, Ms. Taylor!”

The two of them spent the next half hour working quietly side-by-side, on a picnic bench at the edge of the woods.

Joell and Katherine

 

When students were able to choose their own partner for the final leg of the canoe trip, Malik, a popular, 8th grade student chose to wait to pick a partner in order to see who wasn’t getting chosen. Ultimately, he selected an unpopular 7th grade girl, admitting to a teacher later that he did this because, “No one was picking her, and I didn’t want her to feel left out.”

canoeing

 

My tent was next to the tent of a group of girls who were nature-phobic. Over and over again, I was summoned with screeches of, “Ms. Taylor! There’s a spider on our tent!” “Ms. Taylor, Come get this caterpillar!!” “OMG there’s a bug!” The final morning of camp, things had shifted.

Same girls. Same screech, “Ms. Taylor!!”

Then it became different.

“Come see!! We caught a toad!”

toad

 

On the way to the bathhouse one morning, a boy with Down Syndrome silently reached up to hold the hand of another male student. Despite a jeering look from a peer, this 6’2″ 8th grader didn’t say a word, and the two walked all the way down the path holding hands.

hug

 

The initiation ceremony is the culminating celebration of the trip, and it is entirely planned by returning students to welcome the new students. Each year, the speeches the students write serve to remind me of the importance of “what we do here.”

ceremony

It is the ownership of creating a place where everyone belongs that makes the stress, the exhaustion, and even the dirt, of this non-glamping experience, all worth it.

All real-world experiences provide powerful learning, but there is something about Fall Camp that is unique. In the confluence of the hard work, the time spent outdoors, and the opportunity to intensely build community, lies the magic upon which the rest of the year is built.

 

 

Student-Led Conferences

 

-by Krista Taylor

Montessori philosophy uses the “Golden Triangle” to represent the strength and importance of the relationship between teachers, students, and parents, but Gamble, like many other urban schools, struggles with lower levels of parent involvement than we’d like.

It is important to remember that many parents experience anxiety about involvement in their child’s school. This may be because of negative school experiences they had themselves, worries that either their child or their parenting skills will be critiqued, or concerns about their ability to understand the academic instruction that is being provided.

I didn’t fully understand the depth of this tension until I attended my first parent-teacher conference in the role of a parent. Despite the many times I had sat on the teacher side of the table, and regardless that my child was doing well, and I understood what the conversation was going to be about, I was nervous.

What exactly would the teacher say about my child? If my child is experiencing challenges, how will that reflect on me? How can I both make a good impression and serve as an advocate for my child?

As a teacher, there are strategies to alleviate some of this discomfort, which then in turn, allows the parent or guardian to engage fully with school staff to support the academic and developmental growth of the child.

Proactive Conference Strategies

  • Begin each interaction with something positive about the child
  • Assume that the parent or guardian is doing the best that they can; however do not assume that they already know how to address concerns.
  • Do not label a child; rather describe the behavior you have observed
  • Open the door to further communication
  • Remember that you are teaching other people’s children; that every student you serve is someone’s child, and they have chosen to share this gift with you.

All schools hold parent-teacher conference nights. In Montessori programs, these look different. Our conferences are Student-Led Conferences, so called because the student leads the meeting. It is the student whose performance is being discussed; therefore the student is in charge of the conversation.

At Gamble, we require all students to hold these conferences at least once, and often twice, a year. This is part of the school contract that our students and parents sign upon enrollment. To manage this, we hold two conference nights each quarter, rather than the required one. Since students lead the conference, multiple conferences happen simultaneously, with teachers checking in at each table to provide information and clarification.

Templates guide students in running the conference. The templates vary according to program, teacher, and grade level, but generally include the following:

  • how to formally introduce your parents and teachers
  • preparing materials for presentation
  • identifying strengths
  • noting concerns
  • setting explicit goals for moving forward.

This process allows the child to self-report on how things are going at school, and to take responsibility both for what is going well, and for what is not. Additionally, when information is shared together, and everyone hears the same message at the same time, it creates a sense of collaboration between the student, the parent, and the teacher – strengthening that “Golden Triangle.”

It is yet another component of “what we do here,” and another way to develop a school culture of belonging. This is illustrated by the conference we had with Deon and his mother last spring.

Deon had been highly disruptive in the classroom – he had more than 40 logged disciplinary offenses for the year. This was a difficult conference to hold; it was challenging to find anything positive to say. It could easily have turned into a conflict, but because of the way we conduct conferences, the outcome was one of unified support. Deon’s mother ended our meeting with a request for a group hug, and with these powerful words, “We are all on the same team – Team Deon.”

Parents can be a teacher’s greatest allies. Every interaction a teacher has with students’ parents or guardians can serve as an opportunity to strengthen the relationship, even if the conversation is a difficult one.   Conference nights can be powerful for all parties involved; never miss an opportunity to connect with a child’s family, to be a member of that child’s “team.”

 

Valorization of the Adolescent

 

-by Krista Taylor

The human personality . . . must be strengthened in his principles by moral training and he must also have practical ability in order to face the difficulties of life. Men with hands Slide10and no head, and men with head and no hands are equally out of place in the modern community.  –Montessori

While there are many things that secondary Montessori education is, and at least an equal number of things that it isn’t, it is these words that perhaps encapsulate best the heart of the work. Montessori broadly defined the development of the realms of both the head and the hands as “valorization.” More specifically, this is the development of: joy, optimism, confidence, dignity, self-discipline, initiative, independence, helpfulness, mindfulness, and the ability to work with others.

Valorization is a process, not a product. As such, it is difficult to measure and to track in the way that so much of education is expected to be documented today. Rather, it is caught in glimpses that may at first be fleeting, but which grow and strengthen over time. I was fortunate to catch one of those fleeting glimpses while grading essays in which students argued whether their academics, behavior, and leadership indicated that they were ready for promotion to the next grade.

Marcus is one of my more challenging students. He came to Gamble Montessori a year ago from an alternate program for students with significant behavioral needs; therefore it was not surprising that things haven’t been smooth sailing. In his promotion essay, Marcus wrote, in part:

“I am kind of proud of my grades because compared to last year I can see I have grown stronger academically. My second quarter grades were kind of disappointing because I did worse than first quarter. My grades are not perfect, but I will continue to improve so that I can be promoted. My behavior, to be honest, is not very good. I have had lots of attitude problems, meltdowns, suspensions, and other consequences that come from my behavior. I also have made lots of improvement from last year, but improvement or not, I understand that the kind of behavior I show is not acceptable at all. I know I have the potential and skills to make good decisions when I am angry. I’m not sure if I am a leader to be honest. I guess I showed leadership at Fall Camp. I was able to help people who had their canoes flipped over. I also stepped up when I offered to clean up some things at the end of camp. I showed a big leadership role when a friend’s mother died. I decided to be with him as much as I could to support him and to make sure he knew he did not have to go through it alone. In my recent group project, I showed great leadership by helping and making sure my partner got comfortable with our project. So I guess I am a good leader, which is also a great reason why I should be promoted.”

In this brief writing, where Marcus seems to be convincing even himself of his personal growth, there is evidence of optimism, confidence, dignity, self-discipline, initiative, independence, helpfulness, and the ability to work with others. Marcus is in the process of becoming valorized. This did not occur arbitrarily; the entirety of a secondary Montessori program is built intentionally around this goal. Secondary Montessori programs have many avenues through which valorization occurs.

Components include:

  • a sense of belonging created through daily morning meetings, a practice of sharing acknowledgment, and care-taking of the environment
  • Weekly goal setting, self-reflection and time-management skills
  • Field experiences where students engage in personal challenge, cooperative team building, and finding awe in the world around them
  • Academics that are cross-curricular, connect to big idea themes, and nurture interest and engagement

Valorization is what results over time when students are immersed in these experiences on a regular basis.

So, yes, Marcus, I, too, think that you are capable of being a great leader, and I have been blessed to serve as one of your guides through your process of transformation. Witnessing the emergence of valorization is the greatest joy of teaching.

 

Secondary Montessori — New Curriculum Rooted in Old Pedagogy

-by Krista Taylor

The secondary Montessori movement was essentially begun in the mid 1990s with the formation of Clark Montessori School  (Cincinnati, OH) and The Hershey Farm School Adolescent Program. (Huntsburg, OH) Today there are an estimated 400 Montessori adolescent programs worldwide – this is miniscule in proportion to a total of more than 20,000 Montessori programs overall. Currently there are only 2 American Montessori Society affiliated secondary Montessori training programs for teachers – Cincinnati Montessori Secondary Teacher Education Program– through which both Jack and I earned our credential – and Houston Montessori Center, which has locations in both Texas and California.

It is exciting to be a part of something that remains in the process of self-creation. While secondary Montessori education was something that Maria Montessori envisioned, she did not develop a secondary program, herself, instead leaving it to future generations to do so.

Those of us working in Montessori secondary programs today are that future generation of whom Montessori spoke. Turning her philosophy into comprehensive practice is our “big work.”

Montessori identified four distinct planes of development: birth to age 6, ages 6 to 12, ages 12 to 18, and ages 18-24. Her work initially focused on the first two planes; however, during the 1920s, she began studying the needs of the adolescent. Her philosophy on the educational needs of children in this third plane of development can be found in her book, From Childhood to Adolescence, which was first published in 1948. In that text, she writes:

“The need that is so keenly felt for a reform of secondary schools concerns not only an educational, but also a human and social problem. Schools, as they are today, are adapted neither to the needs of adolescents nor to the times in which we live. Society has not only developed into a state of utmost complication and extreme contrasts, but it has now come to a crisis in which the peace of the world and civilization itself are threatened. More than to anything else it is due to the fact that the development of man himself has not kept pace with that of his external environment.”

It is almost eerie how resonant her words remain today.

Montessori had a vision for a more developmentally appropriate model of learning; she referred to adolescents as “Erdkinder,” or “Earth’s children” because she believed that they were best served by working outside the classroom in a farm-like natural environment. While this is unrealistic in light of the many requirements of modern education, the pioneers in the secondary Montessori movement have used this philosophy as a foundation, and have outlined curricula for effective Montessori programs that also align with state and district academic requirements. The fundamental elements are outlined below. Many of these overlap with what would be expected in any Montessori classroom, while others are specific to a secondary program.

Establishment of a peaceful community

  • daily student-led community meetings
  • fostering a sense of belonging through communal learning and collaborative work
  • multi-age groupings in classrooms
  • modeling and instruction in grace and courtesy

Emphasis on the Nobility of Work

  • implementation of over-arching developmental themes
  • cross-curricular integration
  • differentiation and choice of work
  • uninterrupted work periods
  • seminar discussions which explore big themes, differences in perspectives, and complex issues of our time
  • student-led conferences
  • intentional fostering of executive functioning tasks: time management, organization, decision making, self-reflection, and goal setting

Connections to Cosmic Education

In this model, the teacher serves as a guide to the community of learners. She supports the valorization (growth of positive qualities) of the adolescent, demonstrates wisdom, caring, and thoughtfulness, fosters cooperation and collaboration, and is responsive to the many needs of her students.

Secondary Montessori education is a burgeoning practice. One that by many accounts was initiated a mere 25 years ago, but which is rapidly gaining momentum. It is the type of instruction that so many of us have been seeking – teachers, students, and families alike.